Development Management Model of Teacher’s Global Competence and Complexity Leadership Based on the Merdeka Curriculum

This study aims to produce: 1) A product of a global competency measurement instrument for senior high school teachers, 2) A product of a measurement instrument for the complexity of leadership of senior high school principals, and 3) A product of a global competency development model based on the complexity of leadership for senior high school teachers in DKI Jakarta, and 4) A product of a training module for developing global competencies for senior high school teachers in DKI Jakarta. The unit of analysis of this study was SMA Penggerak in DKI Jakarta, with respondents of SMA Penggerak Batch I teachers totaling 301 teachers taken by proportional random sampling. Measurement of teacher global competence was carried out by distributing questionnaire instruments compiled based on 3 (three) core elements of teacher global competence, namely: 1) Teacher disposition, 2) Teacher knowledge, and 3) Teacher skills (Tichnor-Wagner, et al, 2019). Meanwhile, measurement of complexity leadership was carried out by distributing questionnaire instruments compiled referring to 3 (three) components of complexity leadership, namely: 1) Administrative leadership, 2) Adaptive leadership, and 3) Enabling leadership (Uhl-Bien et al., 2009). This study uses the SEM model with data processing techniques using Wrap PLS. The results of the design of the complexity leadership and global competent teacher measurement instrument show a high level of validity and a perfect level of reliability, so it is very suitable for use in this study. The results of the complexity leadership hypothesis test on global competent teachers show that there is a significant influence. The results of measuring the complexity leadership dimensions on global competent teachers also show that each dimension has a significant influence, where the empowering leadership dimension has the most significant influence.